Student agency in learning is crucial for engagement and the development of critical and creative thinking (ACARA, 2018; Reeve & Tseng, 2011). This chapter examines two studies on the power of voice and choice in fostering agency among teachers and students, especially those considered vulnerable or disengaged (Bloomfield, 2021; Vadeboncoeur & Vellos, 2016). Lorenza’s (2018) study of NSW teachers’ perceptions of arts curriculum changes and Bloomfield’s (2020) study of flexible learning spaces in Queensland highlight the benefits of flexible, student-centred learning. Both studies used semi-structured interviews and classroom observations, showing that flexible, collaborative approaches enhance learning opportunities, encourage creativity, and foster lifelong learning (Catterall, 2009). By shifting from teacher-centred to student-centred models (O’Toole, 2015), students gained confidence and agency, collaborating with teachers in creative processes. Eisner’s (2000) framework suggests focusing on individual student cultivation rather than strict curriculum outcomes. This chapter critiques policy-driven standards, advocating for a move away from outcome-focused education to prioritizing the learner’s experience. Thematic analysis of the studies identified key findings: flexibility in pedagogical choice, collaborative learning, and learner identity through agency. This chapter urges a shift towards co-creating learning opportunities, giving students and teachers voice and choice in their educational journey.